Transcript Missie en Visie TU Delft

Gamification: Playful Teaching
for Generation-X/-Y/-Z/…
Alexandru Iosup
Parallel and Distributed Systems Group, TU Delft, NL
Technion, Haifa, IL. May 27, 2013.
TUD-PDS
1
Lectures at the Technion Computer
Engineering Center (TCE), Haifa, IL
IaaS Cloud Benchmarking
May 7
Massivizing Online Social Games
May 9
Gamification in Higher
Education
May 27
Scheduling in IaaS Clouds
June 5
(HUJI)
June 6
A TU Delft perspective on Big Data
Processing and Preservation
10am
Taub 337
Grateful to Orna Agmon Ben-Yehuda, Assaf Schuster, Isaac Keslassy.
TUD-PDS
2
Thanks from the PDS Group at TU Delft.
Questions? I have one…
Q: May I help you gamify your course?
VENI
VENI
Alexandru Iosup
Dick Epema
Grids/Clouds
P2P systems
Big Data
Online gaming
Grids/Clouds
P2P systems
Video-on-demand
e-Science
Ana Lucia
Varbanescu
HPC systems
Multi-cores
Big Data
e-Science
VENI
Henk Sips
Johan Pouwelse
HPC systems
Multi-cores
P2P systems
P2P systems
File-sharing
Video-on-demand
Home page
•
www.pds.ewi.tudelft.nl
Publications
• see PDS publication database at publications.st.ewi.tudelft.nl
August 31, 2011
TUD-PDS
3
(TU) Delft – the Netherlands – Europe
founded 13th century
pop: 100,000
pop.: 100,000
founded 1842
pop: 13,000
pop: 16.5 M
pop.: 100,000 (We are here)
TUD-PDS
4
What Is This Talk About?
A Games-Based Teaching Technique
Q: What would you learn about
Van Gogh from a Museum poster?
TUD-PDS
5
What is This Talk Also About?
My Personal Curiosity*
* “A Magical New
Adventure”
TUD-PDS
6
Take-Home Message
Gamification* in Higher Education = Rich Challenge
* Making courses similar to game universes
Gaming used to be about youths, now all generations
Gaming is challenge and reward, tension and catharsis
Game universes populated with all levels of skill
Game universes populated with all personalities
TUD-PDS
7
Agenda = A play in 7 acts … or 45 minutes
1.
2.
3.
4.
5.
6.
7.
What is this talks about?
Why fix it if it ain’t broken?
What is Gamification? Any other definition? Any related technique?
How can Gamification help?
Reality check: how to use Gamification in practice? Is it worth it?
What’s next (to study) in Gamification?
Conclusion
TUD-PDS
8
Why Fix It If It Ain’t Broken?
• Well, it’s broken bad (at least grammar)
• New generation of students
• Attention span
• Is higher education needed?
• A technical education?!
• New wave of students
• International means multi-cultural
• Gaming may be the unifying factor for the student nation
• It’s not you, it’s me
• New ambition of TU Delft
• “Verslagpercentage” too low, but cannot select students…
• … find ways to motivate them!
TUD-PDS
9
Exercise 1
(10 minutes, open discussion)
• Think about own experience
• Convince your partner before proposing an answer
• Tell everyone the answer
Q: What are the major issues of current
higher education?
TUD-PDS
10
The New Generation
• Attention span
Munch, The Scream
• Macro: competition with Internet, TV, …, other work (14+ hours common)
• Micro: skills and rewards acquired from Internet, TV, …
• Is studying for higher education needed?
• Inflation of diplomas: MOOCs, diploma-in-21-days, spec courses
• Inflation of requirements: a nurse may need credentials for writing
• General image of higher education has been declining (Diederik Stapel)
• A technical education?
• “Cultuur van zesjes” (Zijlstra), <1/3 of students finish in <125% time
• Pre-university level decreased significantly over past decade (Dijsselbloem)
• “Women earn just 12% of computer science degrees” (37% in 1984) *
• Availability of expert mentorship (see Lex Borghans about NL)
* Claire Cain Miller, NYTimes.com
http://dealbook.nytimes.com/2013/04/02/opening-a-gateway-forgirls-to-enter-the-computer-field/?hp
TUD-PDS
11
New Wave of Students
• International means multi-cultural
•
•
•
•
•
Michelangelo during Renaissance
Failing course may be literally a matter of life and death
Competition may be perceived differently
Communication may be different
Cheating, especially plagiarism, may be seen differently
“Exam takers” vs learners
• Job-hopping, trainspotting, …
• Job satisfaction important
• The new workplace needs to be fair, rewarding, offer higher goals
• What is the common denominator?
• Not the language, culture, desire to learn
• Perhaps gaming…
TUD-PDS
12
It’s Not You, It’s Me
Rauschenberg, White Noise
• Most faculty members consider their teaching above average
in quality and effectiveness (Blackburg & Lawrence, 1995)(Bok,
2006)(Gillespie, Hilsen, & Wadsworth, 2010)(…)
• Starting educators judged by research, not education
• Education other than of under-graduate students not supported
• Disseminating education material and education given to
students in other universities not supported
• In-depth training not available
TUD-PDS
13
Agenda
1. What is this talks about?
2. Why fix it if it ain’t broken?
3. What is Gamification?
Any other definition? Any related technique?
4. How can Gamification help?
5. Reality check: how to use Gamification in practice? Is it worth it?
6. What’s next (to study) in Gamification?
7. Conclusion
TUD-PDS
14
What’s in a name?
Gamification = using social gaming elements to
non-game environments
Social Gaming =
(online) games for which
social interaction helps the
gaming experience
Romeo and
Juliet +
audience
1. Mechanics
Explore, do, learn,
socialize, compete
+
2. Dynamics
Onboarding, player stats,
badges, unlocked
content, social
engagement, others
+
3. Game Content
puzzles, challenges,
extra-projects, culture
TUD-PDS
15
Other Definitions
• The Gartner group
“employing game mechanics to non-game environments
such as innovation, marketing, training, employee
performance, health and social change”
I think it’s more than mechanics. Dynamics (tie-in with the
players) and content also play their part.
• Karl Kapp
“Gamification is using game-based mechanics, aesthetics
and game thinking to engage people, motivate action,
promote learning, and solve problems.”
I don’t think aesthetics play such an important role.
Kids play football with a rag ball, in the mud.
TUD-PDS
16
Related Techniques (Too Many to Name)
• The relationship between games and other art forms?
• Games and theatre, opera, miming
• Games and storytelling
• Games and painting, music
• Flow = people can enter a state of grace where they work
tirelessly and with excellent results
• Social Learning Theory = people learn from each other,
through observation
• A Theory of Fun = fun derives from many of the game elements
described in this lecture
• Much on (intrinsic) motivation, education, serious gaming, …
TUD-PDS
17
Agenda
1.
2.
3.
4.
5.
6.
7.
What is this talks about?
Why fix it if it ain’t broken?
What is Gamification? Any other definition? Any related technique?
How can Gamification help?
Reality check: how to use Gamification in practice? Is it worth it?
What’s next (to study) in Gamification?
Conclusion
TUD-PDS
18
Why Gamification?
“ Science and scholarship are much like games. Players are
drawn into games because of their challenges, and playing
involves creating, testing and revising strategies as well
as the skills necessary for progressing in the game.”
Mayra, Game Studies, 2009, p.3
+
TUD-PDS
19
Intuition: Games Cater for
Different Player Types
Each type ~25% players
• Richard Bartle’s “Players who suit MUDs”
• Achievers
• Solve the challenge
• Explorers
• See what’s there
• Socializers
• There for others
• Killers
• Win against others
TUD-PDS
21
Intuition: Games Cater for
Different Player Levels
• RuneScape: 135M+ open accounts (world record)
• Dataset: 3M players (largest measurement, to date)
• 1.2M players under level 100
• Max skill 2,280
• Number of players
at each level
(low, mid, high)
is significant,
anytime
A. Iosup, A. Lascateu, N. Tapus, CAMEO: Enabling
Social Networks for Massively Multiplayer Online
Games through Continuous Analytics and Cloud TUD-PDS
Computing, ACM NetGames 2010.
Mid High
Level Level
22
22
(Meta-)Research on the Use of
Game Elements in Education
Study
Meta-study of
… studies
Findings
Randel et al.
(1992)
>60
>50% no difference if using games.
>30% significant improvement when
using games.
Hays
(2005)
>100
Game design must match learning
objectives.
Vogel et al.
(2006)
>30
Games can help improve cognitive skills
vs traditional.
Sitzman
(2011)
>60
Playing improves confidence.
Vs traditional, better retention,
declarative and procedural knoweldge
TUD-PDS
23
Research on Different Player Types
Need to keep each type in class
• Richard Bartle’s “Players who suit MUDs”
• Achievers
Achievers and Socializers cancel each other
Explorers,
• Solve the challenge
in particular, need Killers
• Explorers
• See what’s there
• Socializers
Positive influence
Negative influence
• There for others
• Killers
• Win against others
http://blog.kennethjhong.com/2012/08/whats-big-deal-aboutbartles-player.html
TUD-PDS
24
Agenda
1.
2.
3.
4.
5.
What is this talks about?
Why fix it if it ain’t broken?
What is Gamification? Any other definition? Any related technique?
How can Gamification help?
Reality check:
How to use Gamification in practice? Is it worth it?
6. What’s next (to study) in Gamification?
7. Conclusion
TUD-PDS
25
Gamification at TU Delft,
since at least 2007
• B.Sc. Courses
• TI1400 Computer Organization (2 years + ongoing)
(previously, was consistently rated lower than others,
considered tough and boring course)
• IN3305 Bachelorseminarium (5 years, evolving form)
• M.Sc. Courses
• IN4392 Cloud Computing (1 year, ongoing, pair teaching)
• IN4391 Distributed Computing Systems (ongoing)
Q: How to gamify a course?
Q: Is gamification useful?
TUD-PDS
26
Start With the Perfect Student
Q: When to explain coarse elements? How about detailed?
• Explain students what is
expected to learn and do
• Alternative paths
• Explain how to get a 10, but
not how to get a 6
• Coarse and detailed
explanation of expectations
• Coarse and detailed time
allocation
Q: What is this student’s type? Level?
TUD-PDS
27
The Scoring System for TI1400
1. Course Points
2. Access Tokens 3. Brownie Points
10,000 for straight 10
Start with 1
Q: What is unusual about this scoring system?
+1,000 team self-study
Bonus Lab
+1,000 lab bonus #2
I will bake
assignments
brownies for you!
+500 lab bonus #1
(but not force
Advanced topics
+300 correct exam Q
you to eat them)
(GPUs, clouds)
+50 activity in
Lab/Lecture/Tutorial
Discuss w Lecturer
+25 correct end-lecture quiz Propose Exam Qs
+500 entry quiz
Rec. letter
TUD-PDS
28
The Scoring System for TI1400
1. Course PointsQ: Why this
2. Access
Tokens
3. Brownie Points
complicated
system?
10,000 for straight 10
Start with 1
A1:
+1,000 team self-study
1. Gamification =
Bonus
Lab
+1,000 lab bonus #2 more tracks
of advancement + I will bake
assignments
brownies for you!
involved in the classroom
+500 lab bonuskeeps
#1 top students
Advanced
gradingtopics
schemes = (but not force
+300 correct exam2.Q Decoupling
you to eat them)
to “cultuur
van zesjes”
(GPUs,
clouds)
+50 activity in responding
3. Extra (bonus) points for Lab, Lectures, and Tutorial,
Lab/Lecture/Tutorial
Discuss w Lecturer
through extra assignments, lecture participation and end-lecture quizzes,
+25 correct end-lecture and
quizteam-/self-study,
respectively.
Propose Exam
Qs
+500 entry quiz
Rec.
A2: letter
1. >65% success rate at first exam for 2 years now.
TUD-PDS
29
Other Elements
• Too many to list here
• Onboarding
• Entry quiz
• Story every lecture
• Social Learning
•
•
•
•
In-class teams
Self-study as team effort
Keep Killers in class
Involve Killers and Explorers in self-study
• Different player types
• Ladders, ranking, end-lecture quiz: only for Killers
• Content unlocking: Explorers and Achievers
TUD-PDS
31
Exercise 2
(10 minutes work + 5 minutes talk)
• Groups of 4
• Convince your team before
writing down an answer
• Discussion (talk) at end
Q: What game elements
could you use in your own
course?
1. Mechanics
Explore, do, learn,
socialize, compete
+
2. Dynamics
Onboarding, player stats,
badges, unlocked
content, social
engagement, others
+
3. Game Content
puzzles, challenges,
extra-projects, culture
TUD-PDS
32
There’s No Free Lunch in Comp.Sci.
(My Personal XP)
• Gamification takes time and energy
•
•
•
•
•
•
One week to consider gamification elements +
One day per lecture for adaptation +
Continuous adaptation +
End-lecture quiz +
Explaining a new system to students +
The nitty-gritty details
• Gamification takes moral strength (did I say that?!)
•
•
•
•
A new system has to conquer inertia
An untested new system has to conquer doubt
Support from TUD at most limited, in the beginning
On the positive side, I really enjoyed the open and inquisitive
attitude of the Dutch student
TUD-PDS
33
Exit Quiz (started Q3 2012—2013)
• (Yes-No-Don’t care questions) (>90% 75-90% 50-75%)
• I understand how this course was gamified
• Gamification made me more motivated
• Gamification made me think more carefully about what I like
to do (where I can get bonus points)
• I enjoyed the interactive part of the lectures
• I enjoyed the exercises at the end of the lectures
TUD-PDS
34
Testimonials
• 30 students taking extra lectures with NO impact on grade
• “I just would like to say that the extra lectures are a great concept to
reward the motivated students. Thank you for inviting me, it was a
great lecture.”
• “Alex Iosup is teh baws! :) His lectures on Collegerama would be
awesome.” [Collegerama video-taped lectures now available]
• “Lectures were nice, different in a good way from other teachers.”
• “I really like the rewards [during lectures]”
TUD-PDS
35
Is This Playful (or) Education?
Q: Is gamification useful for you?
Two thirds of our students pass after their first try.
Exam in 2012 more difficult than exam in 2011.
Self-study work in 2012 more extensive than in 2011.
We keep top students in the classroom.
We get requests for Honors Track.
etc.
TUD-PDS
36
Agenda
1.
2.
3.
4.
5.
6.
7.
What is this talks about?
Why fix it if it ain’t broken?
What is Gamification? Any other definition? Any related technique?
How can Gamification help?
Reality check: how to use Gamification in practice? Is it worth it?
What’s next (to study) in Gamification?
Conclusion
TUD-PDS
37
What’s Next to Study in Gamification?
• Macro
• Does gamification lead to sustained improvement?
• Which gamification element is responsible for the
largest improvement?
• Which type of learning goal gains most from gamification?
• Which type of student gains most from gamification?
• Which level of student gains most from gamification?
• How to measure? Long-term studies, etc.
• Micro
• Tuning point flows
• Tuning gamification elements
• Measure reaction of students
TUD-PDS
38
Agenda
1.
2.
3.
4.
5.
6.
7.
What is this talks about?
Why fix it if it ain’t broken?
What is Gamification? Any other definition? Any related technique?
How can Gamification help?
Reality check: how to use Gamification in practice? Is it worth it?
What’s next (to study) in Gamification?
Conclusion
TUD-PDS
39
Conclusion Take-Home Message
Q: What was this talk about?
• Gamification = use of gaming elements in non-game environments
• Gamification can help in higher eduction (anecdotal evidence)
• Better results with retention, and procedural and declarative knowledge
• Better results with cognitive skills
• Better confidence
• Keeps all types of players involved
• Keeps all levels of players involved
• Reality Check:
tried at TUD since 2007,
with good results so far
http://www.flickr.com/photos/dimitrisotiropoulos/4204766418/
TUD-PDS
40
Thanks from the PDS Group at TU Delft.
Questions? I have one…
Q: May I help you gamify your course?
VENI
VENI
Alexandru Iosup
Dick Epema
Grids/Clouds
P2P systems
Big Data
Online gaming
Grids/Clouds
P2P systems
Video-on-demand
e-Science
Ana Lucia
Varbanescu
HPC systems
Multi-cores
Big Data
e-Science
VENI
Henk Sips
Johan Pouwelse
HPC systems
Multi-cores
P2P systems
P2P systems
File-sharing
Video-on-demand
Home page
•
www.pds.ewi.tudelft.nl
Publications
• see PDS publication database at publications.st.ewi.tudelft.nl
August 31, 2011
TUD-PDS
41
41